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Advances in E-learning-Experiences and Methodologies

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Chapter III<br />

Philosophical <strong>and</strong> Epistemological Basis for Build<strong>in</strong>g a Quality Onl<strong>in</strong>e Tra<strong>in</strong><strong>in</strong>g<br />

Methodology ......................................................................................................................................... 46<br />

Antonio Miguel Seoane Pardo, Universidad de Salamanca, Spa<strong>in</strong><br />

Francisco José García Peñalvo, Universidad de Salamanca, Spa<strong>in</strong><br />

This chapter outl<strong>in</strong>es the problem of lay<strong>in</strong>g the groundwork for build<strong>in</strong>g a suitable onl<strong>in</strong>e tra<strong>in</strong><strong>in</strong>g<br />

methodology. In the first place, it po<strong>in</strong>ts out that most e-learn<strong>in</strong>g <strong>in</strong>itiatives are developed without a<br />

def<strong>in</strong>ed method or an appropriate strategy. It then critically analyzes the role of the constructivist model<br />

<strong>in</strong> relation to this problem, affirm<strong>in</strong>g that this explanatory framework is not a method <strong>and</strong> describ<strong>in</strong>g<br />

the problems to which this confusion gives rise. F<strong>in</strong>ally, it proposes a theoretical <strong>and</strong> epistemological<br />

framework of reference for build<strong>in</strong>g this methodology based on Greek paideía. The authors propose that<br />

the search for a reference model such as the one developed <strong>in</strong> ancient Greece will allow us to develop<br />

a method based on the importance of a teach<strong>in</strong>g profile “different” from traditional academic roles <strong>and</strong><br />

which we call “tutor.” It has many similarities to the figures <strong>in</strong> charge of monitor<strong>in</strong>g learn<strong>in</strong>g both <strong>in</strong><br />

Homeric epic <strong>and</strong> Classical Greece.<br />

Chapter IV<br />

E-Mentor<strong>in</strong>g: An Extended Practice, An Emerg<strong>in</strong>g Discipl<strong>in</strong>e ........................................................... 61<br />

Angélica Rísquez, University of Limerick, Irel<strong>and</strong><br />

This chapter <strong>in</strong>tegrates exist<strong>in</strong>g literature <strong>and</strong> developments on electronic mentor<strong>in</strong>g to build a constructive<br />

view of this modality of mentor<strong>in</strong>g as a qualitatively different concept from its traditional face-to-face<br />

version. The concept of e-mentor<strong>in</strong>g is <strong>in</strong>troduced by look<strong>in</strong>g first <strong>in</strong>to the evasive notion of mentor<strong>in</strong>g.<br />

Next, some salient e-mentor<strong>in</strong>g experiences are identified. The chapter goes on to note the differences<br />

between electronic <strong>and</strong> face-to-face mentor<strong>in</strong>g, <strong>and</strong> how the relationship between mentor <strong>and</strong> mentee<br />

is modified by technology <strong>in</strong> unique <strong>and</strong> def<strong>in</strong>itive ways. Readers are also presented with a collection<br />

of best practices on design, implementation, <strong>and</strong> evaluation of e-mentor<strong>in</strong>g programs. F<strong>in</strong>ally, some<br />

practice <strong>and</strong> research trends are proposed. In conclusion, the author draws an elemental dist<strong>in</strong>ction<br />

between both modalities of mentor<strong>in</strong>g, which def<strong>in</strong>es e-mentor<strong>in</strong>g as more than the defective alternative<br />

to face-to-face contact.<br />

Chapter V<br />

Tra<strong>in</strong><strong>in</strong>g Teachers for E-Learn<strong>in</strong>g, Beyond ICT Skills Towards Lifelong Learn<strong>in</strong>g<br />

Requirements: A Case Study ................................................................................................................ 83<br />

Olga Díez, CEAD Santa Cruz de Tenerife, Spa<strong>in</strong><br />

This chapter describes an experience <strong>in</strong> teacher tra<strong>in</strong><strong>in</strong>g for e-learn<strong>in</strong>g <strong>in</strong> the field of adult education. It<br />

takes <strong>in</strong>to account the models offered by flexible life long learn<strong>in</strong>g as the proper way to develop tra<strong>in</strong><strong>in</strong>g<br />

for teachers <strong>in</strong> service, consider<strong>in</strong>g the advantages of blended learn<strong>in</strong>g for the target audience. The chapter<br />

discusses the balance between mere ICT skills <strong>and</strong> pedagogical competences. In this context the learn<strong>in</strong>g<br />

design should always allow that the teachers <strong>in</strong> tra<strong>in</strong><strong>in</strong>g <strong>in</strong>tegrate <strong>in</strong> their work ICT solutions that fit to<br />

the didactic objectives, renew teach<strong>in</strong>g <strong>and</strong> learn<strong>in</strong>g methodology, facilitate communication, give place

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